Facilitation Skills (Call).ppt · 2017-11-17 · Setting the Stage Review of the Basics 5. 3 Basic Principles of Facilitation • A facilitator is a guide to help people move through

EnhancingYour Facilitation Skills

Laurie CallDirector, Center for Community

Capacity DevelopmentIllinois Public Health Institute

Objectives• Describe and apply the principles of

facilitation.

• Match facilitation design to level ofinvolvement needed for desired outcomes.

• Identify and apply tools and techniques toimprove group process.

Introductions• Name

• Organization/ Agency

• Facilitation Experience Level

• WhereYou Need to Use Faciliation

• Your Greatest Strength or Facilitator Quality

• Your Greatest Challenge or AreaYou Want toImprove

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1_______________2_______________3_______________4_______________5

Little to None My Fair Share Expert Level

Agenda• Review of Facilitation Principles

• Apply design Tools to Agenda Development

Setting the Stage

Review of the Basics

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3 Basic Principles of Facilitation• A facilitator is a guide to help people move through a

process together, not the seat of wisdom andknowledge.That means a facilitator isn't there to giveopinions, but to draw out opinions and ideas of thegroup members.

• Facilitation focuses on HOW people participate in theprocess of learning or planning, not just on WHAT getsachieved.

• A facilitator is neutral and never takes sides.- Marya Axner, The Community Toolbox, Kansas University, http://ctb.ku.edu/en/tablecontents/sub_section_main_1154.htm

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Content vs. Process

Content - What

• Task(s)

• Subject(s) for discussion.

• Problem(s) being solved.

• Decision(s) made.

• Agenda items.

• Goals and objectives

Process - How

• Methods

• How relations aremaintained.

• Tools being used.

• Rules or norms set.

• Group dynamics.

• Climate

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Meeting Leader: May offer opinion with intent on influencing the outcomeof discussions and decisions.Facilitator: Remains neutral on the content and focuses on managing process.

– 2008 Ingrid Bens Facilitation at a Glance.

Stages of Group Development

Forming

Storming

NormingPerforming

Adjourning

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Bruce Tuckman

Good Facilitation vs. Poor Facilitation

• Recall an example of experiencing good facilitationand poor facilitation.

• Share in small groups (5-7 minutes).

• Identify the best example of each with associatedcharacteristics and share with large group.

• Large Group Recorder – Record characteristics/actions associated with good and poor facilitation.

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What does a facilitator do?

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7 Types ofMeeting

Goals

ShareInformation

Advance theThinking

ImproveCommunicat

ion /Dynamics

BuildCommunity

BuildCapacity

MakeDecisions

Obtain Input

Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

Which meetinggoals do youhave for your

upcomingfacilitative roles?

A Successful Facilitator Needs to Negotiate forSuccess…

• Always negotiate the power you need to workeffectively. Neutral on content does not meanneutral on process.

– Identify the times you feel powerless in facilitationand what you need in those situations.

• Facilitation is a form of leadership by consent.

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-2005, Ingrid Bens, Advanced Facilitation Strategies.

And Work for Success…

– Process designed was based on insufficient or inaccurateinformation

– Processes not tested; buy-in not there.

– Facilitator skills and experience insufficient for complexity.

– Norms for interaction not set.

– Process not managed by facilitator

– Unintentionally loses neutrality.

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Why do facilitators lose their role?(reflect back to your discussions earlier)

Common Mistakes that CauseFacilitator Loss in Neutrality…

• Changing Members’ Words

• Taking Sides

• Asking too Many Leading Questions

• Unconscious Selling

• Not Checking Assumptions

• Answering Content Questions

• Favoring One Person or Side OverAnother

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Rememberto switch

hats!

5 Rules of Facilitation

1. Context, context, context.

2. Keep the purpose crystal clear.

3. Always create a detailed process agenda toguide your work.

4. Don’t hesitate to make needed interventions.

5. You are the instrument.


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Pre-Facilitation

Assessmentand Design

• Gather information about the group and the intended purpose and needs.

• Summarize and verify for accuracy with the leader/key members

• Draft meeting objectives, process design, annotated agenda.

Feedback andRefinement

• Solicit group leadership/member feedback and approval on design plans, includingobjectives.

• Listen and identify gaps in what members/leadership wants and needs.

• Develop final objectives, process design and annotated agenda clarifying any changes.

FinalPreparation

• Preparation time is at a minimum equivalent to the amount of time of the facilitationsession. Complex sessions may require even more preparation time.

• Clarify all roles and responsibilities.

• Check suitability of the meeting location.

• Provide Leadership with feedback on logistics, member communication etc.

• Identify all material and supplies needed.

• Develop and prepare all materials and handouts.

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Assessing Needs

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1. What’s the history of the group and their work?2. Why does the group feel a need for a

facilitator?3. What does the group need to accomplish? By

When?4. What can you tell me about leadership,

members, group dynamics etc.?5. What do you hope that happen as a result of

this meeting?6. Verify any assumptions you may have.

The 5 P’s of Preparation

Purpose

• Why are we holding the session?

• What are the key objectives?

Product

• What do we want to have produced once we are done?

• How will we know we are successful?

Participants

• Who needs to be involved?

• What are their perspectives?

ProbableIssues

• What are the concerns that will likely arise?

• What are the “gotchas” that could prevent us from creating the product and achieving the purpose?

Process

• What steps should we take during the meeting to achieve the purpose, given the desired product, theparticipants, and the probable issues we face?

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-Michael Wilkinson, The Secrets of Facilitation, 2004.

Planning

• Be clear on where the group has been and where thegroup needs to go/ what they need to accomplish andby when

• Learn what you can about members

• Design processes to engage all members

• Structure meeting so group does the talking 80-90% ofthe time

• Identify potential barriers and solutions to overcome

• Give participants a road map.

• For all design….have back up plans!19

Agenda Development Guideline

• Overall goal for the group

• Specific objectives and correlating outcomes for this meeting/sessionthat must be met

• Who must attend? Roles?

• What pre-work or information will participants need?

• What type of opener is needed to foster comfort?

• What amount of time for discussion is needed?

• What decisions must be made?

• What is the potential resistance/ issues? Where? Who?

• Are there any special norms that need to be established?

• How will you know you it was successful?

20– Adapted from: 2008 Ingrid Bens Facilitation at a Glance.

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Agenda Design Template

– Adapted from: 2008 Ingrid Bens Facilitation at a Glance.

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7 Types ofMeeting

Goals

ShareInformation

Advance theThinking

ImproveCommunicat

ion /Dynamics

BuildCommunity

BuildCapacity

MakeDecisions

Obtain Input


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• What topics do you need toaddress?Topics

• For each topic, what outcome doyou want to see?Outcomes

• What activity(ies) will bestsupport the group to achieveeach desired outcome?

Processes

Designing and Effective Agenda


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Presenting andReporting

CommentsandQuestions

ExtensiveDiscussion

Convergenceand Alignment

OwnershipandCommitment

WhenDesigningProcesses

5 Levels of Involvement

Lower Time Commitment

Higher Time Commitment

Consider theLevel of Involvement

Needed

Determine/ Design theActivity

Determine TimeEstimate

Adapted from: Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

Top 10 Ways to Ensure a Bad Agenda

10. Time the agenda right down to the minute and assume the meeting will start exactly on time.

9. Assume that everyone will know what you’re trying to accomplish at the meeting and if theydon’t…they’ll ask you.

8. Plan to spend the first half of the meeting prioritizing what to do the second half.

7. Keep the meeting interesting by making sure as many statistics and technical reports areshared in a didactic manner.

6. If you’ve got an agenda of difficult and important items, improve efficiency by skipping breaksand shortening lunch.

5. When the most important discussion if likely to be emotionally charged, save it for last. Maybethe group will be ready by then and on their way out the door.

4. Since everyone prefers meetings stay on track, assume no one will raise a topic that’s not onthe agenda.

3. When you know the agenda is too packed, assume the meeting will run overtime….but don’ttell anyone in advance.

2. To maintain your flexibility, don’t put the agenda in writing.

1. Don’t waste time planning an agenda. Things never go the way you expect them to go.

25Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

Facilitation

Beginning

•Room set-up is critical. Ensure seating fits group needs. Post materials.

•Greet members and engage with them as much as possible as it helps encourage futureparticipation. Personal connection…

•Introductions, roles, objectives, agenda, process, ask for comments, ground rules, solicitreports/actions from previous, start process and discussion, explain clearly

During

•Ensure that all members participate, manage conflict, keep group focused, keep a positive tone,keep track of discussion , intervene as needed, help members adhere to ground rules, maintainenergy level, move through agenda/ discussion/ process

•The 3 P’s of Process Checking: check Pace, check on the Process and take the group Pulse

•Periodically summarize the ideas that have developed.

Ending

•Ensure objectives were met, decisions made, and action steps/commitments for memberownership are in place (with names and dates).

•Summarize objectives, decisions and action items.

•Conduct a written evaluation of session and solicit verbal feedback

•Ensure all recorded notes (flipchart s) are in hands of right person to transcribe.

•Determine follow-up date/time/actions.

•Thank participants/ leadership. Make sure they understand and celebrate accomplishments.

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The Facilitators Best Tool….Questions

• The ability of the group to respond to a question issignificantly affected by the quality of the question thefacilitator asks.– The first thing we want to talk about are inputs. What are the inputs to the

scheduling process?

or

– If you were about to develop the clinic staffing schedules, what informationwould you have to have close by?

• When you draw a vivid image, participants can almost literallysee the answers and can begin responding right away.– Start with an image building phrase such as “Think about…”,“Imagine..”,

“If…” and “Consider…”

27-Michael Wilkinson, The Secrets of Facilitation, 2004.

The Perception Non-facilitator Response Facilitator Response Question Type andPurpose

You don’t think what wassaid is correct.

I don’t think that iscorrect.

You don’t believeeveryone understandswhat is said, but youthink you do.

Let me explain toeveryone what he issaying.

You don’t understandwhat is said and are notsure anyone else does.

I don’t understand yourcomment.

A potentially suitablesolution has beenoverlooked.

I think we should…

The point does notappear to be relevant tothe current discussion.

That point is irrelevant.Let’s move on.

The group has stalled. Let’s move on to the nexttopic.

Complete the Chart

The Perception Non-facilitator Response

You don’t think what wassaid is correct.

I don’t think that iscorrect.

You don’t believeeveryone understandswhat is said, but you thinkyou do.

Let me explain to everyonewhat he is saying.

You don’t understandwhat is said and are notsure anyone else does.

I don’t understand yourcomment.

A potentially suitablesolution has beenoverlooked.

I think we should…

The point does not appearto be relevant to thecurrent discussion.

That point is irrelevant.Let’s move on.

The group has stalled. Let’s move on to the nexttopic.

29-Michael Wilkinson, The Secrets of Facilitation, 2004.

Facilitator Response Question Type andPurpose

Why is that important? Direct Probe toChallenge

It sounds like what you’resaying is…Is that right?

Playback Question toclarify what you believeyou know

Is that important because…? Indirect Probe toprovide a way for theparticipant to clarify

Are there solutions in thearea of…?

Leading Question toseek other solutions

That’s a good point. Can weput that on the Issues list sowe won’t forget it, and thenget back to…..?

Redirection Question toget the conversationback on track

When have covered (a), (b),(c),…What else might we doto improve the hiringprocess?

Prompt Question tohelp keep the groupmoving

Facilitation Process Tools• Visioning

• Brainstorming

• Affinity Diagramming

• Root-Cause Analysis

• Forcefield Analysis

• Multi-Voting

• Polling

• Small Group Work

• Individual Work

• More and more and more….

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When do you usethese process

tools?

What to Record• Any decisions made

• Actions assigned during the meeting

• Outstanding issues that surfaced

• Key/ relevant comments and analysis

• Write first, discuss second (see next slide)

• Write what they said, not what you heard

• Write so the group can read it

• Ask don’t tell (before you make a change)

• Offer/create a template for responses

• Record only as many words as necessary

• Use common abbreviations

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How to Record


Post Facilitation

Assessment andDesign

• Always follow-up no matter how formal or informal the session. After there hasbeen some time for settling, you want to check-in to ask the extent to which thesession helped with the group progress and effectiveness.

• For many sessions, especially larger, encourage the leader to follow-up withparticipants as well by sharing results of evaluations and soliciting additionalfeedback as appropriate.

• If you agreed to a follow-up activity, you will proceed with a report or otheractions. It is a good idea to set up in advance this responsibility for theleader/group to assume responsibility for implementation of actions from thesession.

• Some sessions may even require a follow-up meeting to discuss progress andfurther evaluate effectiveness and plan next steps.

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PuttingYour Skills to Work

Handling Challenging Members andIssues Effectively

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Describebehavior.

Test.

Shareinference.

Test.

Whetherand how to

changebehavior.

Test.

Observe

Infer meaning

Intervene?How and

Why?

2002, Roger Schwarz, The Skilled Facilitator New and Revised.

Deciding Whether or Not to Intervene

• Is the problem serious?

• Might it go away by itself?

• How much disruption will intervening cause?

• How will it impact relationships?

• Will it damage anyone’s self esteem?

• What’s the chance of it working?

• Do I have enough credibility?

• Is it appropriate to intervene given their level of openness andtrust?

What will happen if I do nothing?

If the answer is the group will be less effective, then you must intervene.


Facilitation Intervention Wording

• Describe what you see

I’m noticing…..

• Make an impact statement

I’m concerned…

• Redirect ineffective behavior by telling or asking

Would you please…?

What needs to be done…?

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What are some common types of challenging members?

• Dominator

• Self-proclaimed expert

• Late to arrive/ Early to Depart

• Non Participatory

• Private Participant (only with neighbors)

• Storyteller

• Naysayer

• Constant Devil’s Advocate

• Busy Person/ Not Focused on Meeting at hand

• Inappropriate (comments, attacks, etc.)37

Overcoming Challenging BehaviorsBehavior Intervention

Dominator

Self-proclaimed Expert

Late to Arrive/ Early to Depart

Non-Participatory

Private Participant (only with Neighbors)

Storyteller

Naysayer

Constant Devil’s Advocate

Busy Person/ Not Focused on Meeting athand

Inappropriate (comments, attacks etc.)

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Fostering Mutual Understanding

Identify or ask for one volunteer to be the “focal person”. Give them 3minutes to speak and allow them to begin with,“Here’s the point I amtrying to make…”

When the focal person finishes, someone should ask,“What did you meanby…?”, or “Can you explain why…?” or something similar.

Allow focal person to respond.

Ask the questioner,“Is that clear to you now?” If not, have them statewhat is unclear and allow the focal person to respond.

When both the focal person and questioner feel understood, ask foranother questioner.

After 3 or 4 people have had a chance to ask questions, ask for a newvolunteer for a focal person.

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Use this technique when you need to promote understanding of various viewpoints, not to resolve conflict/ differences….


Using Reframing to Overcome Negative Group Culture

Perceived Problem Reframed Problem

Them Us

Problem Opportunity

Our goal is unachievable. We need to break out goal down into realistic steps.

They won’t buy it. We need to identify the value for them.

We don’t have enough resources. We can use the resources we have better. Let’s identifywaste.

We need to gather more input. Let’s take a critical look at the input we are already

The people working on it are doing a terrible job. The people working on it may not have the time to do aquality job

We don’t have enough money. We haven’t figured out how to find new sources of money.

The group just can’t get along. The group hasn’t made a commitment to work through theissues they have.

We don’t have any power in this system/ community. We haven’t found our leverage points in the system/community.

We don’t have enough time to do all these things. We need to decide what to do now and what to dolater…prioritize actions.

40 Adapted from: Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

Other Re-framing Ideas

• “What’s unchangeable about this problem?” Basedon list, identify an aspects that may be changeableafter all.

• Identify Key Words that lead to assumptions.Challenge the assumptions.

• Reversing Assumptions about a problem.

• Removing constraints

• Re-centering the cause

• Worst case scenario….41 Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

Put Prevention to Work…

• Identify potential issues and dysfunctions withleaders and key members

• Assign seats or small groups

• Add ground rules (see next slide)

• Interact with particular members

• Pay close attention to particular members’ reactions

• Hold informal meetings during breaks

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Adding Ground Rules to Prevent Dysfunction

Potential Issue Possible Ground Rule

Participants like to discuss at a high levelbut seldom get to the real issues.

Address root causes, not symptoms.

Arguments occur because people assumethey understand when they don’t.

Playback and confirm before statingdisagreement

People stay silent rather than voice theirdisagreement.

Poll for consensus on all major decisions.

Participants tend to waste time tearingdown alternatives rather than seekingsolutions.

Comment only on strengths or makesuggestions to improve.

Meetings end without a clearunderstanding of what was decided orwhat happens next.

Reserve 15 minutes for review and actionplanning

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Early Warning Signs…

When People are Engaged When People are Not Engaged

Involvement in discussion Low involvement in discussion

Words of encouragement Complaints, objections

Laughs, smiles, head nods Frowns, head shakes, nothing

Bodies leaning and legs crossed, toward thecenter of the room

Bodies leaning and legs crossed away fromthe center of the room

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Look for:• Participants who are not speaking.• Participants who complain or object publicly to the group orprivately to a neighbor in side conversations• Participants whose outward expressions seem to indicate thatthey are not buying in•Participants whose body language seems to indicate uneasiness.•Changes in communication patterns and dynamics.


Managing Dysfunction

• Reward Functional Behavior with attention, headnods, smiles, the floor when asked and comment atbreaks on their participation.

• Focus on Prevention

• Detect Problems Early

• Go for a Clean Resolution by

– approaching person privately or generally,

– empathize with the symptom,

– address the root cause,

– get agreement on a solution.45


Tips

• Timing matters…deal with the behavior as soonas you recognize it and timing works.

• During each break, address remaining issues.

• If problem is severe, call an early break.

• Avoid public corrections, getting angry oremotional and losing objectivity or neutrality.

• Continue to monitor

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Dealing with Resistance

• Invite the resistor to express their rationale for resistancewhile you listen.

Tell me why you feel this way.

What happened last time?

Help me understand the facts of the situation.

• After concerns have been acknowledged, ask questions toprompt the resistor to suggest solutions to barriers

What would make you change your mind?

What assurance will eliminate your concerns?

ports will enable you to continue?

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– 2008 IngridWhat sup Bens Facilitation at a Glance.

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GroupInterventionsfor Difficult

CommunicationStyles

Break intoSmall Groups

Ask membersto suspendjudgments

Switch tostructured go-

rounds

Encouragemore peopleto contributeto discussion

Educatemembers

about groupdynamics

Encouragemembers to

deal withunfinishedbusiness

Switch toindividual

writing

Switch tobrainstorming

Step out ofcontent and

talk about theprocess


Decision-Making Methods• Majority Rule

• Supermajority

• Simple Concensus

• Five Finger Consensus

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Decision-Making• Consensus Building

• Multi-voting

• Compromising

• MajorityVoting

• One Person Decides

• Supermajority

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Gradients of Agreement

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Source for Gradients of Agreement: Sam Kaner, Duane Berger and Staff of Community At Work, 1987.

Source: M. Doyle and D. Straus, Making Meetings Work (New York: Berkeley Books, 1993

1 2 3 4 5 6 7 8

Whole-

hearted

Endorsement

“I really like

it.”

Agreement

with a Minor

Point of

Contention

“Not Perfect

but it’s good

enough”

Support with

Reservations

“I can live

with it.”

Abstain

“This issue

does not

affect me.”

More

Discussion

Needed

“I don’t

understand

the issues

well enough

yet.”

Don’t Like

But Will

Support

“It’s not

great, but I

don’t want to

hold up the

group.”

Serious

Disagreement

“I am not on

board with

this…don’t

count on me.”

Veto

“I block this

proposal.”

Methods for Polling

• Show of Hands

• Human Line Continuum

• Pick One and Say Why

• Simultaneous Score/Vote

• Secret Ballot (post results)

• Preliminary Poll…Discussion…Final Poll

• Small Group Sharing/ Consensus

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Adapted from : Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

When do you need enthusiastic support (buy-in/ ownership)?

HighStakes

Long- TermImpact

ToughProblem

HighInvestment

HighAutonomy

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When is lukewarm support good enough?

Low StakesShort-

Term OnlySimple

ProblemLow

InvestmentLow

Autonomy

Adapted from : Community at Work 2007, Sam Kaner, Facilitators Guide to Participatory Decision Making, 2nd Ed.

ConsensusI can live with it and I will support it.

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Monitoring and Measuringthe Facilitative and Group

Process

Evaluation Tools to Measure GroupSatisfaction and Effectiveness

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Process Evaluation Tools

• Don’t just wait until the end to evaluate and find out that you are on or offtrack.

• Use quick pulse check surveys for periodic feedback.

1 2 3 4 5

_________________________________________________________

Assign descriptors to each value.

Progress: To what extent are we achieving our goals?

Pace: How does the pace feel?

Process: Are we using the right methods/tools?

Pulse: How are you feeling about the session?

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Informal Group Evaluation

What were the strengthsof today’s meeting?

+

What were theweaknesses of today’s

meeting?

__

What should we do toimprove the weaknesses?What else do you need?

Rx

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You can use this a few different ways:• in a large group on flipchart and solicit feedback•Post flipcharts and have people complete as they exit (post in different places)•As a written survey.

Best used as large group discussion tool.

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1 2 3 4 5

Commitment to the Group To what extent was I committed to helping to achievethe group’s goals for this meeting?

Clear Goals To what extent were the goals clear for this meeting?

Communication To what extent was the discussion open, with sharing ofdiverse ideas and perspectives?

Participation To what extent did I say or contribute what I thoughtwas important to achieving our goals for this meeting?

Effectiveness Overall, how effective was the group in meeting itsgoals during this meeting?

Value How valuable were this meeting’s goals compared toother things that we as a committee need toaccomplish?

Satisfaction Overall, how satisfied were you with today’s meeting?

Meeting Effectiveness Evaluation

Please use a scale from 1-5 for each item.1= not very effective and 5= to a great extent. (Rating of 5 is best)

Additional Comments:__________________________________________________________________________________________________________________________________________________________________________

MarMason Consulting

Meeting Exit Survey

• Suggest using a 5 pt likert scale ratings of poor, fair, satisfactory, goodand excellent or some other clear descriptors.

• Output: How well did we achieve what we needed to?

• Use of Time: How well did we use our time?

• Participation: How well did we ensure everyone was equallyinvolved?

• Decision Making: How well-thought out were our decisions?

• Action Plans: How clear and doable are our actions plans?

• Organization: How well run was the meeting?

• Meeting Objectives – Are there clear objectives for each meetingtopic?

• Communication – Are agendas circulated in advance of themeeting?

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• Start Times – Do meetings start on time?

• Time Limits – Are time limits set for each agenda item?

• Meeting Review – Are action items from the previous meeting(s)brought forward?

• Warm-up – Is there a meeting warm-up to hear from all members?

• Role Clarity – Are roles made clear?

• Setting – Is the meeting place conducive to our working?

• Process – Is there clarity before each topic as to how thatitem will be managed?

• Preparation – Have people done their homework?

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• Interruptions – Are they managed well?

• Participation – Are all members fully exchanging views, taking responsibility foraction items and follow-up?

• Leadership – Do a few people make all decisions, or is there a sharing ofauthority?

• Pace – Is the pace either too fast or too slow, or is it just right?

• Tracking – Do meetings stay on track and follow the agenda?

• Record Keeping – Are quality minutes kept and circulated?

• Listening- Do members practice active listening?

• Conflict Management – Are differences of opinion suppressed or is conflicteffectively used?

• Decision Making – Does the group generally make good decisions?

• Closure – Do we end our meetings with clear next steps?61


Outcome Evaluation• Were objectives met? How well?

• What was result of objectives being met?

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Bibliography and Suggested Resources

• Advanced Facilitation Strategies, Ingrid Bens and John Wiley &Sons, Inc., 2005.

• Facilitation at a Glance, 2nd Edition, Ingrid Bens and Goal/QPC,2008. (To order 800.643.4316 or [email protected])

• Facilitators Guide to Participatory Decision-Making, 2nd Edition,Sam Kaner, 2007.

• The Secrets of Facilitation, Michael Wilkinson, 2004.

• The Skilled Facilitator New and Revised, Roger Schwarz, 2002.

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Laurie [email protected] Office - 217.679.2827Chicago Office – 312.850.4744

www.iphionline.org

Documents

Facilitation Skills (Call).ppt · 2017-11-17 · Setting the Stage Review of the Basics 5. 3 Basic Principles of Facilitation • A facilitator is a guide to help people move through